Frequency and cause of verb tense error in students’ writing Kekerapan dan penyebab kesalahan penggunaan bentuk kata kerja pada karya tulis siswa
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Abstract
This study examines the frequency and causes of verb tense errors produced by English students of Universitas Prima Indonesia in academic writing. Using a qualitative descriptive approach supported by quantitative data, the study analyzed 60 short essays based on the Surface Strategy Taxonomy framework, which includes omission, addition, misformation, and misordering. A total of 200 tense-related errors were identified and categorized into five tense groups: simple past, simple present, present perfect, future, and continuous forms. The results show that errors in the simple past tense were the most frequent, followed by errors in the simple present and present perfect tenses. Among the error types, misformation errors accounted for the largest proportion, indicating that students struggle with selecting and forming appropriate verb structures. Interview findings further reveal that first language transfer, limited exposure to contextualized grammatical input, overgeneralization of rules, and inadequate proofreading strategies contribute to these errors. Overall, the findings suggest that students’ tense errors are systematic and reflect interlanguage development rather than random mistakes. The study highlights the importance of combining explicit grammar instruction with contextualized writing practice to improve grammatical accuracy in EFL academic writing.
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Sembiring, Y. B., Kuanda, R., & Gohae, P. (2026). Frequency and cause of verb tense error in students’ writing. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 9(1), 249-258. https://doi.org/10.30872/diglosia.v9i1.1779
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Suherman, L. O. A., Hamka, N., & Akfan, S. S. (2024). Perceiving Duolingo beyond the classroom: Insights from non-English major students in higher education. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 7(4), 715–724. https://doi.org/10.30872/diglosia.v7i4.1069
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Andiny, A. D., Anggraini, N., & Permana, D. R. (2024). An analysis of grammatical errors in Indonesia-English writing descriptive text translation. Journal on Education, 7(1), 6216–6222. https://jonedu.org/index.php/joe/article/view/7226
Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson Education.
Freeman, D. L., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Halim, A., & Halim, N. M. (2024). Proceedings of the 4th International Conference on Linguistics and Culture (ICLC-4 2023) (M. Hasyim, Ed.; Vol. 839). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-251-4
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education.
Hikmah, N., Hermansyah, S., Jumiati, J., Zulkifli, N., Rahayu, S., Syarif, N., & Syamsuriani, S. (2025). Common grammatical errors in students’ writing: A qualitative error-analysis study. DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra, 5(4), 3053–3056. https://doi.org/10.53769/deiktis.v5i4.2178
Huynh, N., Anh, M., Yen, N. H., Tho, N. T. Y., & Nhut, L. M. (2022). Grammatical errors in academic writing of English second year students. European Journal of English Language Teaching, 7(6), 70–83. https://doi.org/10.46827/ejel.v7i6.4547
Indriani, K. S. (2021). Motivasi tenaga kerja RSD Mangusada Badung-Bali dalam mempelajari bahasa Inggris. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 4(1), 115–126. https://doi.org/10.30872/diglosia.v4i1.130
Ismahani, S., Nasution, S., Nasution, R. U. T., Harahap, I. P., & Harahap, G. R. (2024). Contrastive and error analysis of Indonesian learners’ tense and aspect usage in English writing. Jurnal Pendidikan dan Sastra Inggris, 4(3), 47–58. https://doi.org/10.55606/jupensi.v4i3.6299
Mertosono, S. R., & Erniwati, E. (2023). Error analysis: Types and causes of EFL learners’ errors in writing analytical exposition text. Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra, 7(1), 64–77. https://doi.org/10.26858/eralingua.v7i1.37875
Mubarok, Y., & Budiono, T. (2022). An error analysis on EFL students’ writing. Englisia: Journal of Language, Education, and Humanities, 9(2), 187–203. https://doi.org/10.22373/ej.v9i2.11386
Muftah, D. M. (2023). Error analysis in second language acquisition (SLA): Types and frequencies of grammatical errors of simple present and past tense in the elicited written production task of Arab EFL undergraduate learners. Colombian Applied Linguistics Journal, 25(1), 42–56. https://doi.org/10.14483/22487085.19202
Niswah, A. A. (2022). Speedy Grammar: Aplikasi game untuk meningkatkan kemampuan tata bahasa Inggris siswa. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 5(1), 163–174. https://doi.org/10.30872/diglosia.v5i1.309
Nuruzzaman, M., Shafiqul Islam, A. B. M., & Jahan Shuchi, I. (2018). An analysis of errors committed by Saudi non-English major students in the English paragraph writing: A study of comparisons. Advances in Language and Literary Studies, 9(1), 31–39. https://doi.org/10.7575/aiac.alls.v.9n.1p.31
Phuket, P. R. N., & Otham, N. B. (2015). Understanding EFL students’ errors in writing. Journal of Education and Practice, 6(32), 99–106. https://files.eric.ed.gov/fulltext/EJ1083531.pdf
Prihandani, A. M. (2023). An analysis of students’ grammatical errors in writing narrative texts. International Journal of Language and Literature, 7(2), 60–66. https://doi.org/10.23887/ijll.v7i2.29453
Purnamasari, D., Hidayat, D. N., & Kurniawati, L. (2021). An analysis of students’ writing skill on English descriptive text. English Education: Jurnal Tadris Bahasa Inggris, 14(1), 101–114. https://doi.org/10.24042/ee-jtbi.v14i1.7943
Saputra, R. (2023). Students’ error analysis in writing essay of English language teaching. Dharmas Education Journal (DE_Journal), 4(1), 252–260. https://doi.org/10.56667/dejournal.v4i1.912
Setyowati, L., Latief, M. A., & Widiati, U. (2016). The implementation of planning and its effect on EFL student’s writing performance. Jurnal Ilmu Pendidikan, 22(1), 26–35. https://doi.org/10.17977/um048v22i12016p26-35
Singh, M., & Kaushik, R. (2020). Errors and English language teaching. International Journal of Research Culture Society (IJRCS), 4(1), 18–22. https://ijrcs.org/wp-content/uploads/IJRCS202001002.pdf
Suherman, L. O. A., Hamka, N., & Akfan, S. S. (2024). Perceiving Duolingo beyond the classroom: Insights from non-English major students in higher education. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 7(4), 715–724. https://doi.org/10.30872/diglosia.v7i4.1069
Tambunan, A. R. S., Andayani, W., Sari, W. S., & Lubis, F. K. (2022). Investigating EFL students’ linguistic problems using Grammarly as automated writing evaluation feedback. Indonesian Journal of Applied Linguistics, 12(1), 16–27. https://doi.org/10.17509/ijal.v12i1.46428
Wulandari, R. S., & Harida, R. (2021). Grammatical error analysis in essay writing. DEIKSIS, 13(1), 73–81. https://doi.org/10.30998/deiksis.v13i1.5356